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by Susan M. Brookhart
Table of Contents
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Brookhart, S. M. (1999). Teaching about communicating assessment results and grading. Educational Measurement: Issues and Practice, 18(1), 5–13.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: ASCD.
Brookhart, S. M. (2011). Grading and learning: Practices that support student achievement. Bloomington, IN: Solution Tree.
California State Department of Education. (1989). A question of thinking: A first look at students' performance on open-ended questions in mathematics. Sacramento, CA: Author. ERIC Document No. ED315289.
Chapman, V. G., & Inman, M. D. (2009). A conundrum: Rubrics or creativity/metacognitive development? Educational HORIZONS, 87(3), 198–202.
Chappuis, J. (2009). Seven strategies of assessment for learning. Boston: Pearson.
Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right—using it well (2nd ed.). Boston: Pearson.
Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60(1), 40–43.
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Ross, J. A., & Starling, M. (2008). Self-assessment in a technology-supported environment: The case of grade 9 geography. Assessment in Education, 15(2), 183–199.
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Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.
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